Korea Research Institute for Vocational Education and Training
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[이슈 분석] 30대 후반 고용률의 하락 원인 : IMF 세대의 불행?
No full textⅠ. 들어가며
Ⅱ. 30대 후반 노동시장의 변화
Ⅲ. 30대 후반의 고용악화는 단지 IMF 세대의 불행인가?
Ⅳ. 여성의 경제활동참가율 추이 변화의 시사점
Ⅴ. 요약 및 정책적 시사
[이슈 분석] 고령화 시대의 고령자 능력개발 정책 개선 방안
No full textⅠ. 문제 제기
Ⅱ. 고령자 능력개발 정책 수립의 배경
1. 고령화 추이
2. 고령 인력 활용 현황
Ⅲ. 우리나라 고령자의 능력개발 요구
1. 고령자의 경제적 지위의 취약성
2. 고령자의 직업능력의 취약성
Ⅳ. 중고령자 능력개발 정책 해외 사례
1. 독일 기업의 중고령자 경력개발 프로그램 지원 사례
가. 배경
나. 컴파스 프로세스의 절차
다. 성과
2. 프랑스 기업의 활동적 고령화 대책 사례
가. 배경
나. 고령자와의 동반 선진화 전략의 절차
다. 성과
3. 일본(도쿄시)의 고령자 능력개발 정책 사례
가. 도쿄시 고령자 능력개발 정책의 배경
나. 정책 사례
· 경력단절 교령 근로자를 위한 도쿄 취업센터(Tokyo Job Center)
· 고령자 기술대학(Senior Citizens' Technical College)
· 도쿄 고령자 인력센터(Tokyo Silver HR Center)
Ⅳ. 정책 제언
1. 논의
2. 정책 제
[동향] 직업능력개발
No full textⅠ. 직업능력개발 정책
□ 「제2차 직업능력개발 기본계획(2012.10월~2017년)」 발표(2012.9.25.)
□ 고용노동부, 10월부터 '새로운 기업대학(가칭)' 지원 확대(2012.10.9.)
□ 교육과학기술부·고용노동부, 「직업교육·훈련 연계·협력 협약」 체결(2012.10.30.)
□ 농림수산식품부·고용노동부 연계, 중장년층 대상 귀농창업과정 개설(2012.10.19.)
□ 「제47회 전국기능경기대회」 개막(2012.9.4.)
□ 여성가족부, '개도국 여성을 위한 직업능력개발교육 초청연수' 실시(2012.9.4., 2012.10.12.)
□ 고용노동부, 「국가기술자격법 시행규칙」 일부 개정령(안) 입법예고(2012.9.28.)
Ⅱ. 직업능력개발 통계
◈ 청년층(15~29세)의 직업교육(훈련) 실태: 경제활동인구조사 청년층 부가조사(2012.5.) 결과
□ 청년층 인구 중 직업교육(훈련) 경험자 비중은 15.1%로 전년 동월 대비 0.2%p 하락함.
□ 청년층 직업교육(훈련) 경험자들이 직업교육(훈련)을 받은 기관으로는 사설학원이 62.6%로 가장 많음.
◈ 고령층(55~79세)의 직업교육(훈련) 실태: 경제활동인구조사 고령층 부가조사(2012.5) 결과
□ 고령층의 직업교육(훈련) 참여율은 2.2%로 전년과 동일함.
□ 고령층 직업교육(훈련) 참여자들이 직업교육(훈련)을 받은 기관으로는 사업주 또는 사업주단체가 36.7%로 가장 많음.
◈ 고용보험 동향
□ 2012년 9월 고용보험 적용 사업장은 154만개소로 전년 동월 대비 3.0% 증가
□ 직업능력개발사업 건수는 3만 1천 건으로 전년동월대비 9.9% 증가
□ 직업능력개발사업 금액은 275억 3천만 원으로 전년 동월 대비 14.8% 증
Analysis on Labor Market Achievement of Science-Engineering School Graduates by Their Major and Policy Suggestion
No full text본 연구는 이공계 인력양성 관련 대학특성화에 대한 진단의 성격을 가지며, 부문별 특성화 지표구성의 적정성 및 대학특성화의 방향성, 기술부문별 인력양성 및 관련정책 도출을 모색하고자 한다.1. Research Outline
This study aims to analyze the necessity of improving curriculum in response to technological changes through the analysis on labor market achievement of science & engineering school graduates by major. This study proposes policy tasks related to HRD improvement of science & engineering majors.
Upon above outline, following research questions are raised.
1) Is there any difference in major in the trend of science & engineering graduates' achievement in labor market?
2) How do technological changes by major happen?
3) Is labor market achievement by major related to compatibility and usefulness between job and major?
4) Is the technological changes by major related to labor market achievement?
Policy tasks will be explored comprehensively by reviewing the analysis result from these study questions and related HR status and policy status. Analysis related to study questions provide insights for exploring the direction of policy tasks and details of them.
2. Analysis Result
Through analyzing change of employment status in lifetime cycle by major in university, science school and engineering school, which are conventionally classified as science-engineering school, display significant differences in labor market. Thus, this study presents that there should be separation between science school and engineering school in the analysis on labor market achievement and developing related policy.
In the analysis on global technological changes by science-engineering school major after mid-1990's, while science area had relatively slow but steady technological changes in its own area, engineering school had accelerated advancement into convergence study and accelerated developing speed by study area.
In the analysis on labor market achievement of science-engineering school graduates after late 2000, this study presents that compatibility and usefulness between job and major has a meaningful effect on wage but not meaningful on employment rate.
In Co-ordination analysis to technological changes of science- engineering school using Hierarchical Linear Model, unlikely from expectation, the speed and the degree of convergence in technological changes do not display meaningful difference in the wage gaps among majors. But in the qualitative approach through delphi study, it appeared to have relation with study question of “Is the technological changes by major related to labor market achievement of relevant major?” To verify this with quantitative method, developing responding index and study in more strict level than this study is necessary which be remaining as a following study of this one.
3. Suggestion for policy
In order to develop HRD of science-engineering school, reorganizing macro-system of science-engineering school HRD, reorganizing university education for future strategy, and raising co-ordination level of science-engineering school education should be linked systematically.
○ Reorganizing macro-system of science-engineering school HRD
- Establish Science-technology HR plan linked with Science- technology development forecast and National Science- technology future strategy
- Plan Science-technology HRD project while focusing on strategic areas: Developing detail, level, size, etc.
○ Reorganizing university education for future strategy
- Establish Specialized university development plan focused on future strategy
- Developing and managing future strategic target index
○ Raising co-ordination level of science-engineering school education to technological changes
- Adjusting academic credit system of major for Science- technology school education normalization.
- Innovating university curriculum in response to technological innovation.
- In engineering education, in which organic combination with industry is important, link reflecting the needs of industry with industry's investment expansion to education.
- For science education which is in solid interdisciplinary system, provide education environment that can selectively prepare not only pure fundamental studies but also strengthening the connection between basic science and applied technology, as well as diversifying channels to society on the basis of science & technology.요약
제1장 도 입_1
제1절 연구의 배경 및 필요성3
제2절 관련연구 검토와 연구 질문5
제3절 연구체계9
제2장 대졸 전공별 생애주기 고용상태변화 분석_13
제1절 분석체계15
제2절 분석자료와 분석방법16
제3절 분석결과21
제4절 시사점37
제3장 1990년대 중반 이후의 이공계 학과별 글로벌 기술변화 분석_39
제1절 분석체계41
제2절 분석자료와 분석방법43
제3절 분석결과48
제4절 시사점69
제4장 2000년대 후반 이후의 이공계 대졸자 노동시장성과 분석_71
제1절 분석체계73
제2절 분석자료와 분석방법75
제3절 분석결과86
제4절 시사점95
제5장 이공계 대학 기술변화 대응에 대한 다층모형 분석_99
제1절 분석체계: 기술변화 대응성의 노동시장성과101
제2절 분석모형과 변수특성102
제3절 분석결과110
제4절 시사점115
제6장 이공계 인력양성을 위한 정책과제_119
제1절 인력양성현황 및 정책현황121
제2절 정책방향과 정책과제133
Summary_143
참고문헌_14
A Study on the Types of Occupation and Jobs for increasing the rate of Employment and setting up Business of Graduates from Agricultural Vocational High Schools
No full text본 연구의 주요 목적은 농업계 특성화고 졸업생의 취·창업률 제고를 위해 농산업분야의 개념과 범위를 규명하여 농업계 특성화고 졸업생의 취업 및 창업 지원을 위한 추진과제를 발굴하는 데 있다.
첫째, 농산업분야의 현 직무체계와 직무체계에 따른 통계현황을 분석한 후, 확산적 관점에서의 농산업분야 직무체계(안)를 제시하였다.
둘째, 구안된 농산업분야 직무체계(안) 중에서 농업계 특성화고 졸업생의 취업·창업 가능 직무와 직종을 제시하였다.
셋째, 농업계 특성화고졸 인력의 양성 및 활용 실태를 기업, 학교 관점에서 분석하여 농업계 특성화고 졸업생의 취업률과 창업률 제고를 위한 추진방향과 과제를 도출하였다.The purpose of this study is to develop the types of occupation and jobs available for graduates from agricultural vocational high schools on the basis of analysis of the current situations of utilization and management of the graduates and the demand toward them from agribusiness and its related sectors, understanding of the perception of rates of employment and new firm formation of teachers and students of agricultural vocational high schools, and establishment of job classification system in agriculture sector on an infrastructure building basis for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools.
This study also includes the analysis of the past and current policy on manpower cultivation in agriculture vocational high schools and research on actual conditions through contact with human resource managers, workers and agriculturers in agribusiness, analyzing the change of manpower demand toward graduates from agricultural vocational/non-vocational high schools and general high schools. Besides, we conducted Delphi research for forecasting on agricultural vocational high schools and suggested job classification system, models, level system and career, reviewing 20 occupation based on KECO system and focusing on available jobs for employment and new firm formation for graduates from agricultural vocational high schools.
1. Analysis of the changing policy on manpower cultivation and utilization of agricultural high schools
First, agricultural vocational high schools don''t seem to have a promising future because the number of the schools shrank radically from 133 in 1969 to 29 in 2009 and the average rate of employment remained low as 16.9%. We may not easily get out of the on-going declining trend if we consider manpower in agriculture production as a key factor for development of agricultural vocational high schools. However, when it comes to types of agricultural vocational high schools, they try to find various developmental alternatives such as agri-production-centered school, agriculture-centered school, and agri-production-related school, so we can expect developmental changes through supports from central and local government such as additional designation as agricultural meister high schools, innovation of vocational high school system, cultivation and utilization of human resources in agriculture field.
Second, government''s policy on cultivation and utilization of human resources in agriculture field has mainly supported for manpower in agriculture production, such as agricultural successor system and policy on cultivation for agriculturers, which affects its support policy for agricultural vocational high schools. That''s why agricultural vocational high schools focused more on cultivation of manpower in agriculture production, although they aims at fostering their students as manpower in both agriculture production and agri-related fields. Part 2(chapter 3) explains this in details investigating educational goals, education system and management, cultivation of agriculture teachers and facilities.
2. Analysis of current situation of employment and new firm formation of graduates from agricultural vocational high schools
First, we compared graduates from agricultural vocational high schools with those from non-agricultural vocational high schools and general high schools to analyse current situation of agricultural vocational high schools in an objective manner. The result of the analysis showed that the wage levels of the graduates from agricultural vocational high schools were lower than those of other schools. However, employment rate of a full-time position of graduates from agricultural vocational high schools is higher than those of non-agricultural vocational high schools.
Second, a survey result from human resource department in agribusiness shows that generally they consider job applicant''s major as a key factor when they do employment placement, if the applicants graduated from agricultural vocational high schools. The result also reveals that there is no difference between graduates from agricultural vocational high schools and those of non-agricultural vocational high schools in terms of starting salary and promotion.
Third, according to the survey from agriculturers for new firm formation in agribusiness, the majority of respondents answered they generally got useful information from their family members and relatives. The main reason to be a agriculturer for new firm formation is that they want to have their own business and they started their business after a preparation period of less than 2 years. Comparing with non-agri-related high school graduates, agriculturers for new firm formation show more positive attitudes on agri-business environment. However, both of them agreed that their business climate remains uncertain. They felt difficulty in their own funding and various administrative procedures.
Lastly, Delphi research shows that close relation between school education and industrial field training is crucial for enhancing agricultural vocational high school’s competitiveness. For this, field training for teachers, career searching program, curriculum for specialization, and field training reinforcement.
3. Analysis of Occupation and Jobs for graduates from agri-vocational high school
First, outturn of agribusiness for 2000, which is defined as agriculture production and its related industry on the basis of inter-industry relation table, has doubled, comparing with outturn for 1995. However, both the agribusiness portion and the number of its employees were declined slightly in the whole domestic industry.
Second, this study designed job classification system in agribusiness on the basis of KECO system, focusing on practical job information for graduates from agricultural vocational high schools through 8 big categories, 14 medium and 23 small levels.
Third, we provided a career path on 25 occupations available for graduates from agri-vocational high schools as a helpful guideline to prepare future from a long term perspectives.
4. Ways for enhancing rates of employment and new firm formation of graduates from agricultural vocational high schools
Suggestions for enhancing rates of employment and new firm formation of graduates from agri-vocational high schools are made as follows.
First of all, the systemization of education curriculum is essential. For this, manpower level of agri-vocational high school and agricultural college/university should be systemized, developing global competency program, and managing the customized curriculum based on National Competency Standards to keep up agribusiness corporations.
Next, for ensuring internal availability, it is positively required to adopt enlargement model of agricultural vocational high schools linked to Ministry for Food, Agriculture, Forestry and Fisheries.
Finally, for cooperative networking initiatives, we may take into account of Co-op options such as ‘2+2 type’, or ‘2.5+1.5 type’, which is available for fostering outstanding manpower with varied career developments. In addition, it is necessary to establish support system and expansion of WPL program, which is connected to outstanding agribusiness corporations.요약
제1장 서 론_1
제1절 연구의 필요성 및 목적3
제2절 연구의 방법 및 절차7
제2장 농업계고졸 인력 양성 및 활용 정책 변천_21
제1절 농업계고 운영실태23
제2절 농업인력 양성 및 활용 정책 동향47
제3절 경로의존성 분석68
제4절 정책 변화에 따른 시사점78
제3장 농업계 특성화고졸 인력의 취·창업 실태 분석_79
제1절 농업계 특성화고졸 인력의 취·창업 인식 분석81
제2절 농업계 특성화고에 대한 미래 전망126
제4장 농업계 특성화고졸 인력에 적합한 직종 및 직무 분석_145
제1절 농산업인력 동향과 전망147
제2절 국내외 농산업 직업분류체계 현황181
제3절 농업계 특성화고의 취·창업 가능 직업(안)212
제4절 농산업분야 직무수준체계(안)232
제5장 농업계 특성화고의 취·창업 강화방안_383
제1절 농업계 특성화고의 취·창업 강화를 위한 기본방향385
제2절 농업계 특성화고의 취·창업 강화를 위한 추진과제388
SUMMARY_407
참고문헌_413
부 록_41
전문대학 및 대학졸업자의 경력경로 실태: 1960년대생을 중심으로
Get PDF전문대졸자일수록 불안정한 경력경로를 보임(남자 정규직 유지형(대졸 73.5%>전문대졸 58.3%), 여자 정규직 유지형(대졸 39.4%>전문대졸 24.7%)).
최종학력에 관계없이 경력 중반기에 근로자에서 자영업으로 경력을 변경하는 비중이 높음.
최종학력에 따른 종사 직종의 양극화가 존재하며, 남성일수록 격차가 더 큼.
여성의 경력단절도 최종학력에 관계없이 뚜렷하게 발생하고 있으며, 비전문직 종사자일수록 경력단절 비중이 매우 높음.Junior college graduates display less stable career paths, with 73.5% of male university graduates maintaining permanent employment as compared to 58.3% of male junior college graduates, and 39.4% of female university graduates as compared with 24.7% of female junior college graduates.
Regardless of educational attainment level, a high proportion of employees opt for self-employment in the mid-way of their career.
There is a polarization of occupation fields with reference to the level of education attainment and the differences are larger among male graduates.
For females, career interruption occurs conspicuously irrespective of their education attainment level, and there is a significantly higher probability of career interruption among female workers in nonprofessional occupations
Analysis of Employment Creation within the Renewable Energy Sector
No full textThe study suggests policies to aggressively advance human resources development and vocational education and training as part of Korea’s Green Growth development strategies. To this end, a multifaceted analysis of the effects on the status of training manpower, as well as of the level and quality of employment in the renewable energy sector, is undertaken. In addition, policies for further vocational education and training and national human resources development are also developed based on an analysis of the creation of employment in the renewable energy sector.
The present status of VET and HRD was analyzed through the collection of national and international data and the examination of previous studies, the conduct of expert group meetings, and discussions amongst experts from each individual field.
The following can be regarded as the expected impact and utilization of this study.
-this research introduces the potential implications of the government’s manpower policy through an analysis of manpower supply and demand forecasts within the renewable energy sector.
-this study suggests plans for the linking of human resources development and vocational competency development policies designed to bolster employment creation in the field of renewable energy.
-the study seeks to facilitate the sharing of academic and political trends with researchers and policy makers interested in the sector by conducting an in-depth analysis of the industry and current employment trends within the renewable energy sector in advanced countries...
A Study on the Qualification System within Korea’s Machinery Industry
No full textFast technological change has also caused changes in the work world, creating new occupations and developing existing jobs. As a result, the skills required by companies from the labor force has also undergone rapid changes. Therefore, the enhancement of individual, corporate, and national competitiveness is predicated on labor, and this regardless of whether they be new job seekers or existing employees, meeting skill requirements.
However, because the Korean educational and qualification markets have lacked the infrastructure needed to detect these changes in the work world, a serious skill mismatch has emerged within the Korean labor market.
In this regard, this research was conducted based on the premise that the qualification system that serves as a linkage between the educational and labor markets can only play a proper role within the Korean labor market when the new skills requires can be precisely identified and forecasted. As such, this study focuses on finding the new skills required based on a review and application of diverse methodologies. Thereafter, this research seeks to predict, based on such methodologies, the new future qualifications that will be required within the machinery industry. In addition, based on the new skills required, this study extracts not only the new qualifications that should be created, but also the obsolete qualifications that should be either cancelled or unified with similar qualifications...
Skills beyond School
No full textThis report provides an overview of the findings from the country based case study of Korean post-secondary VET as part of the “Programme of Work and Budget 2011-12” under the OECD Skills beyond School(SBS) project in 2010. It was a collaborative effort between the OECD and KRIVET, which recognize the growing importance of skills for economic and social development. Both organizations have been interested in the role of post-secondary vocational education and training(VET) for skills development. Thus, this project studies the Korean post-secondary VET in general based on the pilot research co-conducted by OECD and KRIVET.
The overall aim is to develop an analytical framework and case study of Korea’s post-secondary VET with two objectives in mind, as part of OECD’s country review. The first objective is to analyze and diagnose the issues and challenges faced by Korean post-secondary VET, and to suggest policy remedies to address them. The findings of the research study are presented as part of OECD SBS(Skills beyond School) project. Moreover, it is hoped that the study can also present an alternative view on the linkage between post-secondary VET and the labour market. This is guided by the recognition that Korean post- secondary VET can play a positive role in economic and social development. The second objective is to support the efforts of the OECD to present policy recommends on post-secondary VET based on the findings of the study of Korea’s post-secondary VET and the labour market. It is hoped that the policy implications of the research effort can assist Korean policy makers in formulating policies on Korea’s post-secondary VET...
A Study on the Building of a Circulative Education System for College-Industry Cooperation
No full textThe research methods employed herein to draw objective, valid conclusions included a review of the available literature, a field interview survey, expert’s group meetings, and research on the actual condition.
The circulative education system for college-industry cooperation can be regarded as a method or measure to link on-site practice-focused education and training with actual theory-focused school education. The operation of a circulative education system for college-industry cooperation makes the strengthening of linkages between theory-focused school education in colleges and on-site practice-focused training education in industries based on the granting of credits, as well as between various term systems or degree courses and industry, possible. In order to bring about flexible consumer-directed curriculums that can help facilitate the realization of effective college-industry cooperation, the circulative education system for college-industry cooperation must be approached as education based on level-differentiated and step-by-step instructions.
Based on circulative education and opinion surveys related to the construction of such a system, the following implications can be gleaned with regards to the reformation and need for the operation of college-industry cooperation education. First, the government and industries supporting colleges and educational policies need to build an aggressive support system to strengthen college-industry cooperation education. College education is theory-focused. In this regard, the management and administration of curriculums through credits in a manner that helps to develop on-site practical skills must be drastically reformed so as to provide long term on-site practice-based education as part of a practical training semester system or an internship program at the individual industry level. Second, the development and improvement of the manpower participating in college-industry cooperation education is predicated on the government’s construction or alignment of financial support systems pertaining to the supplementation of legal support systems for industrial-focused training. Third, the participation of industries is an absolute necessity as far as the strengthening of the circulative education system for college-industry cooperation is concerned. Systemic complements are needed to inspire requested or voluntarily participation in the development of manpower...